英语教学法复习要点
王蔷《英语教学法》复习
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakeswere immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows. Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaning Pragmatic competence --- the appropriate use of language in social contextDiscourse competence--- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc. Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations; ----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4.Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5.Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets ”Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate and discussionLarge-scale simulation activitiesimprovisation 6. Main features communicative activities Some main features of communicativeactivities (Ellis 1990)Students make use of materials6. No materials control Students work by themselves.5. No teacher interventionStudents are free to use all kinds of language forms and skills, not just certain forms given by teacher.4. Variety of languageConcentrate on what to do and what to say in the activity, not how to say certain forms.3. Content, not formA need to do something 2. Communicative desireA need to know something.---’an information gap ’1. Communictive purposenotes The six criteria7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing.It stresses the importance to combine form-focused teaching withcommunication-focused teaching.The task-based approach aims at providing opportunities for the learners toexperiment with and explore both spoken and written language through learningactivities which are designed to engage learners in the authentic, practical andfunctional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers. In a task-basedlesson the teacher doesn't pre-determine what language will be studied, the lessonis based around the completion of a central task and the language studied isdetermined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learnerswork to complete a task，they have abundant opportunity to interact．Such interactionis thought to facilitate language acquisition as learners have to work to understandeach other and to express their own meaning．By so doing，they have to check to seeif they have comprehended correctly and，at times， they have to seek clarification．By interacting with others，they get to listen to language which may be beyondtheir present ability，but which may be assimilated into their knowledge of the targetlanguage for use at a later time．Task presented in the form of a problem-solving negotiation between knowledgethat the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or forsome reward. Thus examples of tasks include painting a fence, dressing a child. Inother words, by ‘task’is meant the hundred and one things people do in everyday life,at work, at play and in between”. -------- Long (1985) [A task is] an activity which require learners to arrive at an outcome from giveninformation through some process of thought, and which allows teachers to controland regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending,manipulating, producing or interacting in the target language while their attentionis principally focused on meaning rather than on form. ----Nunan (1989) Tasks are always activities where the target language is used by the learnerfor a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something,usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context, a process, anda product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation ofnew language item in a context---controlled practice (drilling, repetition,dialogue reading, etc)---production of the language in a meaningful way (a role-play,a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage,the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculumincludes the following aspects language knowledge, language skills, learningstrategies, affects and cultural understanding.2. What is a syllabus?。
(完整版)英语教学法知识点整理
1，Structural view of language sees languages as a linguistic system made up of various subsystems(Larsen-Freeman&Long): Phonology, morphology, syntax.语言的结构观把语言看作是由各种子系统组成的语言系统（弗里曼 &朗）：音位学、形态学、句法。
2，Functional view: communicative needs of the learner (Johnson and Marrow ), the functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, and apologizing.功能观：学习者的交际需求（约翰逊和马罗），功能观不但把语言看作一种语言系统，而且把语言看作一种做事的手段。
我们平常使用的大部分语言都涉及功能性活动：供应、建讲和道歉。
3，Interactional view: the interactional view considers language to bea communicative tool, whose main use is to build up and maintainsocial relations between people.互动观：互动观认为语言是一种交际工具，其主要作用是建立和保护人与人之间的社会关系。
4， Behaviourist theory: the way human acquires language ( Harmer).Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. The key point of the theoryof conditioning is that “you can train an animal to doanything(within reason) if you follow a certain procedure whichhas three major stages, stimulus,response,andreinforcement” (Harmer)行为主义理论：人类获取语言的方式（哈默）。
英语教学法教程主要知识点归纳
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
英语教学法复习要点
英语教学法复习要点1.Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes boththe knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：• Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing • Language: phonetics; grammar; vocabulary; functions; topics• Cultural: knowledge; understanding; awareness• Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given. 9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancingaccuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.12.Meaningful practice：in meaningful practice, the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes,comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; its spelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.Vocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning ofa word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.Vocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, usea dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'.Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teaching reading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output;•Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning; •Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。
英语教学法复习资料
英语教学法复习资料英语教学法复习资料在当今全球化的时代，英语已经成为一门必备的语言技能。
因此，英语教学法的研究和实践变得尤为重要。
本文将回顾一些常见的英语教学法，帮助读者巩固他们的知识，并提供一些实用的教学技巧。
一、交际法交际法是一种以交流为中心的教学法。
它强调学生在真实的语境中使用英语，以提高他们的交际能力。
在交际法中，教师应该创造一个积极互动的学习环境，鼓励学生参与各种交际活动，如角色扮演、小组讨论和真实情境模拟等。
通过这种方式，学生可以更好地理解和运用英语。
二、语法翻译法语法翻译法是一种传统的英语教学法。
它注重语法规则的学习和应用，并通过翻译来帮助学生理解和运用这些规则。
在语法翻译法中，教师通常会使用课文翻译、句子翻译和篇章翻译等练习，以帮助学生提高他们的语法和翻译能力。
然而，这种教学法也存在一些问题，如过度依赖母语和缺乏真实语境等。
三、听说法听说法是一种以听力和口语为核心的教学法。
它强调学生在真实的听力和口语活动中提高他们的听力理解和口语表达能力。
在听说法中，教师应该提供大量的听力材料，如录音和视频，以帮助学生培养他们的听力技巧。
同时，教师还应该鼓励学生参与各种口语活动，如对话练习、演讲和辩论等。
通过这种方式，学生可以更好地理解和运用英语。
四、任务型教学法任务型教学法是一种以任务为导向的教学法。
它注重学生在解决实际问题的过程中学习和应用英语。
在任务型教学法中，教师应该设计一系列有挑战性的任务，以激发学生的学习兴趣和动机。
同时，教师还应该提供必要的语言支持和反馈，以帮助学生完成任务。
通过这种方式，学生可以更好地运用英语解决问题，并提高他们的学习效果。
五、多媒体教学法多媒体教学法是一种以多媒体技术为支持的教学法。
它通过使用电脑、投影仪和互联网等工具，提供丰富多样的学习资源，以帮助学生更好地理解和运用英语。
在多媒体教学法中，教师可以使用动画、音频和视频等多媒体材料，以增加学生的学习兴趣和参与度。
王蔷《英语教学法》复习
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are theirimplications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening before reading and writing and the use of mother tongue in the classroom is not allowed. The principal features of audiolingualism are an emphasis on structures in the language which can be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doing things. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of language learning is referred to as behaviouralism, which was adopted for some time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never been said by others before.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learners in learning activities.It is believed that education is used to develop the mind, not just to rotate or recall what is learned.Teachers need to design activities to interact with learners to foster inventive, creative, critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to deve lop students’ communicative competence.2. What is communicative compentence? Try to list some of its components and their implication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation and the ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse/ability to initiate, develop, enter, interrupt, check, or confirm in a conversation)Strategic competence --- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or unduehesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written textsin a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3. What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to Situational Language Teaching. This was partly in response to Chomsky's criticisms of structural theories of language and partly based on the theories of British functional linguistics, as well as American sociolinguists.The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs.Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials in small groups on communication activities, during which they receive practice in negotiating meaning.This method is learner-centered and emphasizes communication and real-life situations. The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.4. Principles in communicative language teachingCommunication principle: Activities that involve real communication promote learning.Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: Language that is meaningful to the learning supports the learning process.5. Strong version and week versionA weak version: Learners first acquire language as a structural system and then learn how to use it in communication.It regards overt teaching of language forms and functions as necessary means for helping learners to develop the ability to use them for communication.A strong version:Strong version: The strong version claims that ‘language is acquire through communication’. Learners discover the structural system in the process of learning how to communicate.It regards experiences of using the language as the main means or necessary conditions for learning a language as they provide the experience for learners to see how language is used in communication.5. List some of the communicative activities.1) Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequence or locationsDiscovering missing informationDiscovering missing featuresDiscovering “secrets”Communicating patterns and pictures Communicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem2) Social interaction activitiesRole-playing through cued dialoguesRole-playing through cues and information Role-playing through situation and goals Role-playing through debate and discussion Large-scale simulation activities improvisation6. Main features communicative activities7. The Task-based ApproachA task-based approach sees the language process as one of learning through doing. It stresses the importance to combine form-focused teaching with communication-focused teaching.The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Task -based Learning offers an alternative for language teachers.In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.So it aims to provide learners with a natural context for language use．As learners work to complete a task，they have abundant opportunity to interact．Such interaction is thought to facilitate language acquisition as learners have to work to understand each other and to express their own meaning．By so doing，they have to check to see if they have comprehended correctly and，at times， they have to seek clarification．By interacting with others，they get to listen to language which may be beyond their present ability，but which may be assimilated into their knowledge of the target language for use at a later time．Task presented in the form of a problem-solving negotiation between knowledge that the learner holds and new knowledge7. What is a task?Any one of the following definitions is ok:A task is “a piece of work undertaken for oneself or for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child. In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between”. -------- Long(1985)[A task is] an activity which require learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process. ------ Prabhu (1987)… a piece of classroom work which involve learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form. ----Nunan(1989)Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”A task is an activity in which students use the target language to do something, usually with a non-linguistic purpose.8. A task is believed to have four components: a purpose, a context,a process, and a product.9. What is PPP model?In this model, a language classroom consists of three stages: Presentation of new language item in a context---controlled practice (drilling, repetition, dialogue reading, etc)---production of the language in a meaningful way (a role-play, a drama, an interview, etc.)10. A task-based language classroom consists of three stages. They are pre-task stage, the stage of task cycle, and the stage of language focus.Unit 31. The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.2. What is a syllabus?A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.3. What is curriculum?A curriculum, however, provides (1) general statements about the rationale about language, language learning and language teaching, (2) detailed specification of aims, objectives and targets learning purpose, and (3) implementations of a program. In some sense, a syllabus is part of a curriculum.Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.4. Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.The English curriculum aims education for all students and stresses quality-oriented education. The new standards particularly show concerns over students’ affective needs as well as other learning needs in order to stimulate their interests in learning, help them experience the sense of success, and gain self-confidence in learning. Its overall objectiveis to develop students’ comprehensive abilities in using the language and to improve their cultural quality, to develop their practical skills, as well as to cultivate their creative spirit.2) Promote learner-centeredness, and respect individual differences.Students’ overall development is the motivation and goal of the English curriculum. Therefore, its objective, the teaching process, the assessment procedures as well as the development of teaching resources should all reflect the principle of learner-centered approach. Classroomteaching should become a process during which students are guided by the teachers in constructing knowledge, developing skills, being active in thinking, demonstrating personal characters, developing intelligence and broadening their views and visions. Teaching should take full consideration of students’ individual differences in learning process and their learning styles and teaching should be flexible in using teaching methods, resources and ways of assessment so as to make teaching beneficial to all kinds of students.3. Develop competence-based objectives, and allow flexibility and adaptability.The overall aim of the curriculum or nine-year compulsory education is to develop students’ c omprehensive abilities in language use. Such abilities are grounded in the development of language skills, language knowledge, affects, cultural awareness and learning strategies. The English curriculum for nine-year compulsory education together with the related senior high school English curriculum divide the English teaching objectives into nine levels. Each level is described in terms of what students can do with the language. It is thus designed toreflect the progressive nature of students’ language d evelopment during the process of school education so as to ensure the integrity,flexibility and openness of the curriculum.4) Pay close attention to the learning process, and advocate experiential learning and participation.Modern foreign language teaching emphasizes the learning process and advocates the use of different teaching approaches and methods for the purpose of facilitating students’ language development.During the process of learning English in nine-year compulsory education, students should be encouraged to discover rules of the language, master gradually language knowledge and skills, constantly monitor the affective demands, develop effective learning strategies and autonomous learning abilities by means of experiencing, practicing,pa rticipating, exploring and cooperating under the teacher’s guidance.5. Attach particular importance to formative assessment, and give special attention to the development of competence.The assessment for the nine-year compulsory education should begea red to stimulating students’ interests and cultivating their autonomy in learning. The system should include both formative and summative assessment with formative assessment playing a primary role, paying special attention to students’ language performanc e and achievements during the learning process.Assessment should be made facilitative to developing students’ interests and self-confidence in learning. Summative assessment should focus on assessing students’ overall language ability and the ability to use the language. Assessment should function positively for students to develop language abilities and healthy personalities; for teachers to improve their teaching qualities and for the development and improvement of the English curriculum.6. Optimize learning resources, and maximize opportunities for learning and using the language.English curriculum requires that teachers should properly utilize and develop teaching resources so as to provide rich and healthy resources that are practical, lively, up dated for students’ learning.Teachers should make full use of various resources such as videos, television programs, books, magazines and the Internet so as to expand the opportunities for students to learn and use the language. Also teachers should encourage students to take part in exploring andutilizing resources for learning.Unit 4. Lesson Planning1. What is lesson planning?Lesson planning means making decisions in advance about what aimsto be achieved, materials to be covered, activities to be organized, and techniques, resources to be used in order to achieve the aims of the lesson.2. Principles for good lesson planning include: Aim, Variety, Flexibility, Learnability and Linkage3. Lesson planning at two levels:Macro planning: planning over a longer period of time (programme planning / whole course planning---one semester planning---half a semester planning)Micro planning: planning for a specific unit or a lesson (40 or 50 minutes)4. Components of a lesson planBackground information: number of students/ ages/ grade/ genders/ the time and the date of the lesson/ the time duration of the lessonTeaching objectives: What do you want students to know and be able to do?Language contents and skills: structures, vocabulary, functions, topics and so on; listening, speaking, reading and writing.Teaching stages and procedure: the major chunks of activities that teachers go through in a lesson. Procedures are the detailed steps in each teaching stage.1) Five-step teaching model(1) warm-up/ a tarter/revision;(2) presentation(3) drilling(4) consolidation(5) summary and homework2) The three P’s model: presentation, practice, and productionTeaching aids: real objects/ flashcards/ wordcards/ worksheets/ wallcharts/ cassette tapes/ magazine pictures/ video, Multi-media, etc.End of lesson summary: Purposes of making a summary is to take learning further and deeper by helping the students to refer back to the learning objectives; To create a sense of achievement and completion of tasks for the students. To develop with students a habit of reflectionon learning; stimulate interest, curiosity and anticipation about the next phase of learning; help students draw out applications of what has been learned and highlight the important conceptions which have developed.Homework assignmentOptional activitiesAfter class reflection:Teachers are encouraged to keep a brief account of what happened in the lesson: feelings about the lesson, students’ performances, unexpected incidents, surprises, things that went well, things that went wrong and things to be improved and things to be given more attention in the next lesson.Unit 5 Classroom Management1. What is classroom management?Classroom Management refers to the way teachers organize what goes on in the classroom.2. Types of student grouping and their advantages and disadvantagesIn language classroom can be grouped in four different ways. They are whole-class work (lockstep), pair work, group work and individual study.1) whole-class work (lockstep)Lockstep refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is adopted when presenting new language, give explanations, check answers, do accuracy-based reproduction, or summarize learning.Advantages:It reinforces a sense of belonging among a group of members. When students are doing the same activity together, everyone feels being together with others.It is good for teachers to give instruction and explanation together and it is an ideal way to show materials and do presentations together.Disadvantages:Everyone is forced to do the same thing at the same time and at the same pace. Individuality is not favored in this sense.Not everyone has the opportunity to express what they want.Some students feel nervous and anxious when they are asked to present in front of the class.It favors the transmission of knowledge from teacher to students rather than students discovering things by themselves.It is not a good way to enhance real communication. Students cannot communicate with each other in this sense.2) pair work: the time when students work in pairs on an exercise or task. It could be a dialogue reading, a game or an information-gap task between two students.Advantages:It dramatically increases students’speaking time in each class.It allows students to work together rather than under theteacher’s guidance.It allows teacher’s time to wor k with the week pair while others are working on their own.It can promote cooperation between students.It can create a more relaxed and friendly context for students to learn.It is relatively quick and easy to organize.DisadvantagesIt is often very noisy and teachers are afraid of losing control of the class.Some students may talk in native language or something not related to the topic. It is not very easy for teachers to monitor every pair.Some students may not like to work with the peers, and they think they can only learn from the teacher. So they refuse to participate in the activities.The choice of a pair is also a problem. Some students don’t liketo work with particular partner while someone may dominate all the time.3) group work: Group work refers to the time when students work in small groups.Advantages:Like pair work, it dramatically increases the amount of talk of individual students.There is always a great chance of different opinions and contributions to the work.It also encourages cooperation and negotiation skills among students.It promotes learner autonomy by allowing students to make their own decision rather than follow the teachers.DisadvantagesLike pair work, it is likely to make the classroom very noisy and some teachers feel very uncomfortable with the noise.Not everyone enjoys the work since many of them prefer to work with teachers rather than peers.Some students may dominate the talk while others may be very passive or even quiet all the time.It is difficult for teacher to organize. It may take a longer time for teachers to group students and there may be not enough space for students to move around in classroom.Some groups may finish the task fast while some may be very slow. So teachers need to prepare the optional activities for the quick group and be ready to help the slower ones all the time.4) individual study: Individual study is the stage where the students are left to work on their own and at their own speed.Advantages:It allows students free time, style and pace to study on their own.It is less stressful compared with whole class work.It can develop learner autonomy and form good learning habits.It can create some peaceful and quiet time in class.Disadvantages：It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit. It may not be very motivating for students. It does not benefit communication between students. Students cannot develop speaking abilityin this sense. Teachers need to prepare different tasks for differentstudents.3. The role of the teacher ---- contoller, assessor, organizer, prompter, participant, resource provider4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.5. What are the functions or purposes of questions?To focus students’ attentionsTo invite thinking or imaginationsTo check understandingTo stimulate recall of informationTo challenge studentsTo assess learning6. Classification of questionsQuestions have been classified using different criteria, mainly based on the level of thinking involved in answering thequestions.Closed v.s open--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers.Display v.s genuine--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative.Lower-ordered v.s high-ordered--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation.7. How to deal with errors?The distinction between mistakes and errors:。
英语教学法复习资料
英语教学法复习资料英语教学法是一门重要的教育学科，不仅对英语教学具有重要指导意义，同时也是所有教学法的基础。
对于众多英语学者而言，英语教学法的学习和掌握是取得英语学习成果的重要途径。
那么，接下来我将为大家分享一些英语教学法复习资料，希望对大家的学习有所帮助。
一、传统教学法传统教学法主要强调老师的教学，学生被动听课，关注学生知识的数量，忽视学生的能力培养。
该教学法在学生们的语言技能上有限度的帮助，不适应进入市场的英语学者的要求。
二、交际教学法交际教学法是一种以交际为景点的教学法。
学生和教师之间进行交互式的对话，学生受到更多的训练和触发，让他们在实际生活中学会正确运用英语，使学习者的英语掌握的不仅是口语能力，还有听、写、读的能力。
三、任务教学法任务教学法强调学生要作出自己的决策，在老师的指导下进行任务。
这种教学法强调学生的技能和能力的发展，采用任务和生活场景，培养学生的英语运用能力。
四、建构主义教学法建构主义教学法主要强调学生从自己的角度去理解和掌握知识，让学习者主动地采取一定的观点和各种方法去理解和掌握知识。
学生采用的是他们自己的这些经验、观点和知识来处理和整理材料。
以上四点只是英语教学法中的一些例子，教学法的种类是无限的。
教师可以很好的结合各种教学法进行教学，以使学生的英语知识和学习方式更加全面和多样化。
总之，要成为一个出色的英语教师或者学者，我们需要了解和掌握多种教学法，以此融会贯通，结合自己的教学实践，创造出一种深入人心，适合学生需要的英语阅读、写作、听力、口语教学方案。
希望本文所分享的英语教学法复习资料能够帮助大家更好的学习和掌握英语教学法。
王蔷《英语教学法》复习
Revision Contents:Unit 1 Language and Learning1. What are the major views of language? What are their implications to language teaching or learning?Structural View: It sees language as a linguistic system made up of various subsystem:from phonological, morphological, lexical, etc. to sentence. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.Audiolingual approach: The teaching of a second language through imitation, repetition, and reinforcement. It emphasizes the teaching of speaking and listening beforereading and writing and the use of mother tongue in the classroom is not allowed. Theprincipal features of audiolingualism are an emphasis on structures in the language whichcan be learned as regular patterns of verbal behavior and the belief that learning is a process of habit formation.Functional View: It sees language as a linguistic system but also as a means for doingthings. Most of our day-to- day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to dothings with it. To perform functions, learners need to know how to combine thegrammatical rules and the vocabulary to express notions that perform the functions. Communicative approaches are based on this view of language.Interactional View: It considers language as a communicative tool, whose main use is tobuild up and maintain social relations between people. Therefore, learners not only needto know the grammar and vocabulary of the language, but also need to know the rules forusing them in a whole range of communicative context.Some of the language learning approaches and methods based on this view of language are: Strategic interaction; communicative approaches.2. What are the major Views on language learning? What are their implications to language teaching?Behaviouralist theoryBased on the theory of conditioning, Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli.This theory of language learning is referred to as behaviouralism, which was adopted forsome time by the language teaching profession, particularly in America.One influential result is the audio-lingual method, which involves endless “listen and repeat” drilling activities. The idea of this method is that language is learned by constantrepetition and the reinforcement of the teacher. Mistakes were immediately corrected, andcorrect utterances were immediately praised. This method is still used in many parts of theworld today.Cognitive theoryIt seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behavioural theory, which led to the revival of structural linguistics.The key point of Chomsky’s theory is reflected in his most famous question: if language is a learned behaviour, how can a child produce a sentence that has never beensaid by others before.One influential idea is that students should be allowed to create their own sentencesbased on their understanding of certain rules. This idea is clearly in opposition to the Audio-Lingual Method.According to the cognitive theory, learning is a process in which the learner activelytries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task.Constructivist theory: Learning is a complex cognitive process in which the learner constructs meaning based on his or her own experiences and what he /she already knows.Implications for classroom teachingTeaching should be built based on what learners already know and engage learnersin learning activities.It is believed that education is used to develop the mind, not just to rotate or recallwhat is learned.Teachers need to design activities to interact with learners to foster inventive, creative,critical learners.Teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’ interest and curiosity for learning.Socio-constructivist theory: It emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding.Learning is best achieved through the dynamic interaction between the teacher andthe learner and between learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peers’ support, the learner can move to a higher level of understanding and extend his / her skills and knowledge to the fullest potential.Unit 2 Communicative Principles and Activities1. The goal of CLT is to develop students’communicative competence.2.What is communicative compentence? Try to list some of its components and theirimplication to teaching.Communicative compentence refers to both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. According to Hedge, it includes five components.Linguistic competence --- knowledge of the language itself, its form and meaningPragmatic competence --- the appropriate use of language in social contextDiscourse competence --- one’s ability to create coherent written text or conversation andthe ability to understand them (ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse /ability to initiate, develop, enter, interrupt, check, or confirm in a conversation) Strategic competence--- strategies one employs when there is communication breakdown due to lack of resourcesFluency---- one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitationImplications for teaching and learning:Linguistic competenceTeachers need to help learners----achieve accuracy in the grammatical forms of the language;----pronounce the forms accurately;----use stress, rhythm, and intonation to express meaning;----build a range of vocabulary;----learn the script and spelling rules;----achieve accuracy in syntax and word formation.Pragmatic competenceTeachers need to help learners---learn the relationship between grammatical forms and functions;---use stress and intonation to express attitude and emotion;---learn the scale of formality;---understand and use emotive tone;---use the grammatical rules of language;---select language forms appropriate to topic, listener, or setting, etc.Discourse competenceTeachers need to help learners----take longer turns, use discourse markers and open and close conversations;----appreciate and be able to produce contextualised written texts in a variety of genres;----be able to use cohesive devices in reading and writing texts;----be able to cope with authentic texts.Strategic competenceTeachers need to enable learners----to take risks in using the language;----to use a range of communicative strategies;----to learn the language needed to engage in some of these strategies, e.g. ‘What do you call a thing that/person who…’FluencyTeachers need to help learners-----deal with the information gap of real discourse;-----process language and respond appropriately with a degree of ease;-----be able to respond with reasonable speed in ‘real time”.3.What is communicative language teaching?Communicative language teaching began in Britain in the 1960s as a replacement to。
英语教育专业教学法期末复习内容(1)
一.教学法流派：1）直接法：对待学生错误的态度:the direct method ,Errors are regarded natural and avoidable and can be self-collected.2）听说法：对待学生错误的态度；audio-lingual methodErrors should be corrected once discovered or spotted.全身反应法的定义The teacher gives the instruction and the students do the action as asked.With TPR the children listen to their teacher telling them what to do and then do it认知法的特征：主张创造性学习和对规则的学习；Rules learning and creative learning are very important .3）自然途径：克拉申，输入理论；情感过滤假设：内在动机，外在动机，工具性动机，综合性动机；情感因素The Natural ApproachA.Krashen’s five theories1. Learning and acquisition theoryLearning is a conscious process while acquisition is a subconscious process.2. Input theory△Input should be comprehensible△Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, notgrammatically sequenced.△i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.3.The affective filter hypothesisAffective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, self-esteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and self-esteem are strong, then the filter effect will be strong too, and the learning result will be worse.Input-filter-LAD-practice-acquired ability4.Kinds of motivation:integrative motivation:indicates an interest in learning the language to meet and communicate with members of the second language community.instrumental motivation: refers to the practical and pragmatic one of learning the second language. Nowadays in China it is instrumental motivation that plays a major part.intrinsic motivation : has something to do with one’s real need extrinsic motivation.:is connected with external stimuli,including something like achievement, parents and teacher’s expectation and so on.5.Affective Factors--- motivation, self-confidence, self-esteem, anxiety, attitude interestCognitive Factors--- intelligence, aptitude sex age pesonality 6.交际法：交际教学的三个特征；Three feature of CLT（communicative approach are rmation gap. 2.feedback 3.choice.4.交际法的教学目标；the purpose of CLT is to develop student’s ability to use target language appropriately in a given social context.4）哪些活动属于交际性活动，哪些属于前交际活动；哪些属于机械性活动；Communicative activities: 1.problem-solving 2. discussion 3.debates 4.interview 5.fluency-focused games 6.ninformation gap activityPre-communicative activity:1. reading aloud 2.read after 3.immititation 4.pattern drill 5.transformation drill substitution drill (机械性活动)机械性活动属于前交际性活动，而前交际性活动属于非交际性活动。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳
1. 教学法的概念和意义
- 教学法是指教师在教学过程中所采用的一系列组织和指导学生学习的方法和策略。
- 教学法对于提高教学效果和学生学习成果具有重要的影响。
2. 教学目标的设定和实施
- 设定明确的教学目标，包括知识、技能和态度等方面。
- 设计符合教学目标的教学活动和任务，以有效地实现教学目标。
3. 课堂组织和管理
- 设计合理的课堂结构，包括开头、主体和结尾等部分。
- 管理学生的行为和注意力，确保课堂秩序良好。
4. 教学方法的选择和运用
- 根据学生的特点和教学内容的要求，选择合适的教学方法，如讲授法、讨论法、合作学习法等。
- 运用多种教学方法，以促进学生的主动参与和积极学习。
5. 教学资源的利用
- 利用多种教学资源，如教材、多媒体工具、实物、图表等，丰富教学内容，提高学生的学习兴趣和理解能力。
6. 评价与反馈
- 设计合理的评价方式和评价标准，以评估学生的学习成绩和教学效果。
- 及时给予学生反馈，帮助他们纠正错误和进一步提高。
7. 多元化的教学策略
- 采用多种教学策略，如激发学生的兴趣和好奇心、引导学生
主动探究、启发学生的创造思维等，以提高教学效果。
8. 教学过程的设计和调整
- 设计完整的教学过程，包括课前导入、知识讲解、练习与巩固、课后复习等环节。
- 随时根据学生的学习情况和实际需要，调整教学过程和方法，以提高学习效果。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是针对学习英语的教师设计的一整套教学方法和策略的综合体系。
它涵盖了英语教学的理论基础、教学设计和实施、评估和反思等方面。
在英语教学过程中，教师需要掌握和运用一些基本的英语教学法，以便更有效地促进学生的语言学习。
本文将对英语教学法的主要知识点进行归纳，以供教师们参考和学习。
一、教学目标的设定1.确定清晰的语言学习目标：教师应该明确学生应该达到的语言能力水平，并将目标分解成可量化的具体目标。
2.编写明确的教学目标：教师需要将教学目标写成具体、可测量和可理解的语言任务，以帮助学生更好地理解和实现目标。
二、教学内容的选择和组织1.构建情境化的教学内容：通过创造真实的语言情境，激发学生的学习兴趣和动机，提高学习效果。
2.根据学生的兴趣选择教学内容：教师应该根据学生的兴趣和需要，选择与他们日常生活相关的话题和素材，使学习更贴近实际。
3.结合语法、词汇和语言技能进行教学：教师应该将语法、词汇和语言技能有机地结合起来，让学生能够在实际运用中灵活运用。
三、教学方法和策略的运用1.交互型教学方法：包括师生互动、学生间互动和学生自主学习，通过口语对话和实践活动培养学生的听说能力。
2.任务型教学方法：通过设置具体的任务来激发学生的学习兴趣和动力，培养学生的语言运用能力。
3.多媒体辅助教学：结合音频、视频和网络资源，提供多样化的教学材料和活动，增强学生的学习体验和参与度。
四、教学评估与反思1.形成性评价：通过课堂观察、作业评查和小组讨论等形式对学生进行及时的反馈和评估，帮助他们发现自己的差距并采取相应的学习策略。
2.总结性评价：通过考试、测验或教育性评估工具对学生的学习成果进行系统的评估，同时为教师提供改进教学的反馈。
五、教学环境的创设1.积极、鼓励的教学氛围：创造友好、开放、尊重和包容的教学环境，鼓励学生参与和表达，培养积极的学习态度。
2.多样化的学习资源：提供丰富多样的教学资源，包括教材、课外读物、在线学习平台等，满足学生的不同学习需求。
英语教学法复习提纲（5篇）
英语教学法复习提纲（5篇）第一篇：英语教学法复习提纲A Course in English Language TeachingA General Review1.What is language? Do you know the views on language and the views on language learning? What are they?2.What is macro planning?3.What does communicative competence imply?4.Why is lesson planning necessary?5.Do you know principles for good lesson planning? What are they?6.What are the components of a lesson plan?7.What roles do teachers play in the classroom?8.Can you name the most common students grouping?9.Can you explain the deductive method（演绎法）and the inductive method（归纳法）for grammar teaching?10.What activities can we do to consolidate vocabulary?11.What do we listen to in everyday life?12.What are the characteristics of the listening process?13.What are the principles for teaching listening?14.What are the principles for designing speaking activities?15.What are the principles and models for teaching reading?16.What are the common types of activities in teaching reading?17.Can you explain “A communicative approach to writing” and “A process approach to writing”?18.Why should we integrate the four skills?19.How can we integrate the four skills?What do you think are the purposes of assessment?第二篇：英语教学法复习提纲小学英语教学法复习提纲第一章1.小学生学习外语的特点：（1）模仿力强、记忆力好、勇于开口；（2）活泼好动，想像力丰富，富于创造力，喜欢新事物，乐于参加活动；（3）喜欢动身、动手、动脑做事情；（4）喜欢容易达到的学习目标；（5）精力集中时间比较短；（6）注意力较易分散，自我管理能力不强（7）理解复杂的语言指令还有一定的困难；（8）学习的目的性不如成人那样强，快乐时才会学习；（9）.语言规则分析能力较差2.小学英语教学的主要任务：通过听、说、看、玩、唱等一系列的教学活动，对学生进行听说读写的基本训练，激发学生学习英语的兴趣和动机，培养良好的学习习惯，使学生获得一些英语的感性知识，打下较好的语音基础，学习一定量的词汇，接触一定量的日常交际用语，从而具有以听说能力为主的初步交际能力，同时在英语学习过程中受到良好的思想品德教育，个性得到健康和谐的发展。
英语教学法教程主要知识点归纳
英语教学法教程主要知识点归纳英语教学法是指教师在英语教学中所采用的教学理念、教学方法和教学手段。
英语教学法的主要目标是培养学生听、说、读、写等综合运用英语的能力，使学生能够流利地运用英语进行交流和表达。
下面是英语教学法教程的主要知识点归纳。
一、教学目标的设定教学目标是教师在教学过程中所要达到的预期效果，必须明确定义和合理设定。
教师应根据学生的年龄、英语基础、教材内容等方面的特点，设定适合学生的教学目标。
教学目标应具体、明确，要分为知识、能力、情感和态度等方面。
二、教学内容的选择教学内容是指教师在教学中所要传授给学生的知识和技能，应根据学生的实际需求选择适当的教学内容。
教学内容应有机结合教材，具有一定的逻辑性和系统性。
教师可以根据教材中的单元、话题或学生的兴趣爱好等进行选择。
三、教学方法的运用教学方法是指教师在教学过程中所采用的教学手段和策略，是实现教学目标的有效途径。
常用的教学方法包括直观教学法、示范教学法、激发教学法、合作教学法、多媒体教学法等。
教师可以根据不同的教学目标和学生的特点选择合适的教学方法。
四、教学手段的运用教学手段是指教师在教学中所使用的具体工具和材料，有助于提高学生的学习效果和学习兴趣。
教学手段包括教学用具、多媒体设备、实物、图片、录音、录像等。
教师可以根据教学内容和学生的学习需求选择合适的教学手段。
五、教学评价的方法教学评价是指教师对学生学习情况和教学效果进行评估和判断的过程。
教学评价应注重全面、准确、客观和具体。
常用的教学评价方法包括测试、作业、观察、讨论、听说读写等。
教师可以根据教学目标和学生的实际情况选择合适的教学评价方法。
六、教学设计的步骤教学设计是指教师根据教学目标和教学要求所制定的教学过程和教学计划。
教学设计应包括教学目标、教学内容、教学方法、教学手段、教学评价等方面的内容。
教学设计的步骤包括分析教学内容和学生的学习需求、确定教学目标、设计教学过程和制定教学计划。
英语教学法教程复习资料
英语教学法教程复习资料近年来，随着全球化进程的推进，英语已成为国际通用语言，越来越多的人开始学习英语。
而在英语学习过程中，掌握好合适的英语教学法，既可以提高学习效率，又可以更好的提高学习成果。
本文将为您提供一些英语教学法的复习资料。
1.基础教学法基础教学法是最基本也是最常用的英语教学法。
在这种教学法中，老师会先讲一些简单的单词和基础的语法规则，然后让学生进行语音、语法、词汇等方面的练习。
在这个过程中，鼓励学生多多练习，掌握语法规则的同时，提高英语能力。
2.词汇教学法词汇是英语学习的重中之重，因此词汇教学法也非常重要。
在这种教学法中，老师会先让学生记忆一些常用的单词，并在学习过程中慢慢引入生词，进一步提高学生的词汇量。
3.阅读教学法阅读教学法是英语学习的重点之一，它不仅可以提高学生的阅读能力，也可以加深他们对语言的理解。
在这种教学法中，老师会让学生阅读一些有趣的文章，并且分析一些生词和语法规则，让学生从中学习。
4.听力教学法听力教学法对于掌握英语听力能力非常重要。
在这种教学法中，老师会播放一些英语听力材料，让学生进行听力练习。
同时，老师会讲解一些常用的英语词汇和语法规则，让学生更好地理解听力材料。
5.口语教学法口语教学法是英语教学中最具挑战性和难度的教学法。
在这种教学法中，老师会对学生进行口语练习，并给出一些针对性的建议和指导，让学生不断改进口语表达能力。
以上就是几种常见的英语教学法，当然这些教学法并非独立的存在，老师可以根据学生的实际情况，将以上教学法进行有机结合，构建适合学生的教学方案。
总之，英语教学法不仅是学生提升英语能力的重要工具，也是教师们提高英语授课质量的重要途径。
希望本文提供的英语教学法复习资料能对广大英语学习者和教师有所帮助。
英语教学法期末复习重点
Revision ContentsUnit 1 Language and Learning1. The nature of language2. Views on language and their implications to language teaching3. Views on language learning4. Qualities of a good language teacherUnit 2 Communicative Principles and Activities1. What is communicative competence? Try to list some of its components.2. Principles in communicative language teaching/ strong version and week version3. List some of the communicative activities.4. What is a task/its componentsUnit 4. Lesson Planning1 The definition of lesson planning2. Benefits of lesson planning3. Different kinds of lesson planning and their components4. Principles for good lesson planningUnit 5 Classroom Management1.What is classroom management?2.What does classroom management involve?3.Factors affecting classroom management4.The role of the teacher during class5.How to give classroom instructions effectively?6. Types of interaction model or student grouping in classroom and their advantages and disadvantages7. Classification of questions and criteria for effective questioning8. How to deal with undisciplined acts?Unit 6 Teaching Pronunciation1. Factors affecting pronunciation (Critical Period Hypothesis)2. The goal of teaching pronunciation3. Some methods of practicing sounds.Unit 7 Teaching Grammar1. Grammar presentation methods2. Two categories of grammar practiceUnit 8 Teaching V ocabulary1. Problems in learning vocabulary2. Ways to present vocabulary.Unit 9 Teaching Listening1.Characteristics of listening process2.How do people process information in listening comprehension?3.How can we teach listening more effectively?Unit 10 Teaching Speaking1.What problems do we have in our oral English classes?2.Types of speaking activitiesUnit 11 Teaching reading1.Principles and models for teaching reading2.The three stages of teaching readingUnit 12 Teaching Writing1. What is the main idea of communicative approach to writing?2. What is the main idea of the process approach to writing?。
英语教学法复习资料
英语教学法名词解释1.structural view about language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviouristic psychology, the audiolingual approach to language learning emerged.2.functional view about language：In the 1960s, British linguists developed a system of categories based on the communicative needs of the learner and proposed a syllabus based on communicative functions. The functional view no only sees language as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past& future time, the expressions of certainty andpossibility, the roles of agents, instruments within a sentence, and special relationships between people and objects.3.Linguistic competence: Linguistic competence ‘is concerned with knowledge of the language itself, its form and meaning'. More specifically, it involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure, and semantics. Hedge emphasises that linguistic competence is an integral part of communicative competence and it is wrong to think that communicative language teaching does not aim for high standard of linguistic correctness.4.Pragmatic competence: Pragmatic competence is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships. The above tasks have illustrated this point. In Hymes's words, to know ‘when to speak, when not, what to talk about with whom, when, where and in what manner"5. Discourse competence: Discourse competence refers to one's ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse such as: ‘bythe same token’, ‘to put it in other words’, ‘first’, ‘second’, ‘at last’ , and also the reference words such as ‘it’, ‘they’, ‘that’, etc. in the context. It is these cohesive words which hold meaning together in a sensible way. Discourse competence, according to Hedge, also includes one’s ability to initiate, develop, enter, interrupt, check, or confirm in a conversation.6. Strategic competence: Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources. One can compensate for this by searching for other means of expression, such as using a similar phrase, using gestures, or using a longer explanation. For example, if you forget how to say ‘knife’, you can use gestures to show what you mean or to explain it by saying that it is a tool one can use to cut things. In this way, they can keep the conversation going and possibly get input from the other end.7.Fluency: The last component is termed as fluency, which means one’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue hesitation'. Recent research suggests that teaching learners lexical phrases or chunks of language, also termed as ‘prefabricated language’, ‘can help learners produce the language more fluently’because they can be easily retrieved from memory. Lewis also states that 'fluency is achieved largely by combiningchunks, reducing processing difficulty'. Some examples of these chunks are: ‘in my opinion’, ‘in the same token’, ‘to make a long story short’, ‘to be on the safe side’, ‘I agree with this but…’, ‘take things for granted’, ‘generally speaking’, etc.8. PPP teaching model:Presentation, Practice and Production. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.9. Questions Types: Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. For example, one type of classification makes a distinction between closed and open questions. Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Another classification makes a distinction between display questions and genuine questions. Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are questions which are used to find out new information and since they often reflect real contexts, they are therefore more communicative. A third classification makes a distinction betweenlower-order and higher-order questions. Lower-order questions refer to those that simply require recalling of information or memorisation of facts while higher order questions require more reasoning, analysis, and evaluation. The fourth classification is a taxonomy proposed by Bloom, which underpins the different question types.10. Bloom’s taxonomy:1. Knowledge: recalling facts, terms, and basic concepts2. Comprehension: understanding of facts and ideas by organising, comparing, translating, interpreting, describing, and stating the main ideas3. Application: applying acquired knowledge, facts, techniques and rules in a different context4. Analysis: identifying relationships, causes or motives, and finding evidence to support main ideas,5. Synthesis: combining elements in a different way and proposing alternative solutions, creative thinking6. Evaluation: present and defend opinions by making an informed judgement about information or ideas based on a set of criteria11. Methods of correcting errors: There are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction isencouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc. In practice, self- correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher level learners you can also focus on appropriate context, e.g. 'Was the expression polite enough?' ·Was it too formal?"12. Teacher as assessor: It is generally believed it is a major part of a teacher's job to assess the students' work. According to Harmer, as an assessor, the teacher does two things, that is, correcting mistakes and organising feedback. Harmer insists that correcting should be gentle.Gentle correcting involves showing that incorrectness has occurred, but not making a big fuss about it (Harmer, 1983:201). Organising feedback is an effective way to assess students ' performance so that they see the extent of their success or failure. When organising feedback, it is very discouraging for the teacher to be critical. Rather, we believe teachers should focus on students’ success or progress so that a success- oriented learning atmosphere can be created.13. Pair work: Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students. When students are involved in pair work, the teacher usually circulates around the classroom, answering questions or providing help when necessary. 14. Mistake: A mistake refers to a performance error that is either a random guess or ‘a slip of tongue’, and it is a failure performance to a known system. Everyone makes mistakes, no matter in a native language or in a foreign language. As we can see that a mistake has nothing to do with the language competence, but a result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected.15. Error: An error, on the other hand, has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Languageerrors cannot be self-corrected no matter how much attention is given.16.Indirect teacher correction:As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’self-esteem and confidence. Indirect techniques include 'repeating the problem sentence with an emphasis on the problem in a rising tone' , 'asking a question to invite the student to say it again with a hint of a problem', 'a simple repetition of a correct sentence as a model', and using facial expression or gesture to indicate a problem', etc.17.Minimal pairs：Minimal pairs are pairs of words which have only one sound different from each other.18. The deductive method:The deductive method relies on reasoning, analysing and comparing. First, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the students practise applying the rule to produce sentences with given prompts.The deductive method is often criticised because a: it teaches grammarin an isolated way; b: little attention is paid to meaning; c: practice is often mechanical. However, this method is not without merits. First, it could be very successful with selected and motivated students. Second, it could save time when students are confronted with a grammar rule which is complex but which has to be learned. Third, it may help increase students' confidence in those examinations which are written with accuracy as the main criterion of success.19.The inductive method: In the inductive method, the teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. For example, in order to present the two forms ‘this is’ and ‘these are’, the teacher will first hold up a book, saying ‘This is a book.’He/She will do the same showing other objects. Then the teacher holds up several books and says ‘These are books.’ After several similar examples, it is hoped students will understand that ‘these are’ is used with plural forms of nouns. Then students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.20.The guided discovery method: The guided discovery method issimilar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning. 21. Mechanical practice: Mechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice. 22. Meaningful practice: In meaningful practice the focus is on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process. Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives, the following activity can be done as meaningful practice.23. Denotative meaning: Denotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sign, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn. However, problems exist as we may not always be able to findequivalent concepts from one language to another. For example, the word ‘niece’ and ‘nephew’ in English refer to one’s brothers’ or sisters’daughters and sons, while in Chinese there is a distinction made between the names used to describe one's brother's children and of one’s sister 's. It is quite easy to find examples like this in many other areas. Often in such cases, new concepts will have to be added to one's vocabulary.24. Connotative meaning: A connotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word’. These would include words that may express a positive or negative attitude or subtle feelings towards something. According to Hedge, ‘connotative meaning derives from a mix of cultural, political, social, and historical sources and learners will be aware of this phenomenon in their own language’ but may not be so aware of it in the target language. A case in point would be an example given by Ur, who points out that the word ‘dog’ with its denotative meaning referring to the animal itself has a connotative meaning often related to friendship and loyalty. But in different cultures the same word may have different connotative meanings.The second aspect of meaning regarding vocabulary learning involves the understanding of sense relations among words. Lexical items of thiskind include word collocations, synonyms, antonyms, and hyponyms. 25. Collocation: Collocations refer to words that co-occur with high frequency and have been accepted as ways for the use of words. For instance, in English, the words ‘see’, ‘watch’, and ‘look’are similar in meaning but are often used with different collocations as we will say ‘see a movie’, ‘watch a play’ and ‘look at a picture’ . Similarly, we say ‘heavy traffic’, ‘heavy smoker’, ‘heavy rain/snow/fog’ but never ‘heavy accident’ or ‘heavy wind’. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time as Nation notes that ‘all fluent and appropriate language use requires collocational knowledge.’26.Receptive and productive vocabulary: Receptive/passive vocabulary refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing. Those words that one is not only able to recognise but also able to use in speech and writing are considered as one’s productive/active vocabulary. At beginner level, most new words learned by students usually have immediate practical use, hence they quickly become one’s productive vocabulary. However, as students learn more and more words, they will find that for some words they are able to use for speaking and writing but for some other words they can only be recognised when encountered in reading. Also, for many word, after being encounteredmore and more times they gradually enters from one's receptive to one’s productive vocabulary.Nation gives a more detailed explanation about what we mean by receptive and productive vocabulary. From his point of view, receptive knowledge involves (1) being able to recognise the word when it is heard;(2) being familiar with its written form so that it is recognised when it is met in reading; (3) recognising that it is made up of some parts and being able to relate these parts to its meaning; (4) knowing that the word signals a particular meaning; (5) knowing what the word means in the particular context in which it has just occurred; (6) knowing the concept behind the word which will allow understanding in a variety of contexts; (7) knowing that there are some related words; (8) being able to recognise that the word has been used correctly in the sentence in which it occurs; (9) being able to recognise the typical collocations;(10)knowing that the word is not an uncommon one and is not a pejorative word. Productive knowledge of a word incudes receptive know ledge and extends it. It involves: (l)being able to say it with correct pronunciation including stress; (2)being able write it with correct spelling;(3) being able to construct it using the right word parts in their appropriate forms; (4) being able to produce the word to express the meaning; (5)being able to produce the word in different contexts to express the range of meanings of it;(6) being able to produce synonymsand opposites for it; (7) being able to use the word correctly in an original sentence; (8) being able to produce words that commonly occur with it; (9) being able to decide to use or not use the word to suit the degree of formality of the situation.27.Taxonomy proposed by Bloom●Knowledge: recalling facts, terms, and basic concepts●Comprehension: understanding of facts and ideas by organizing,comparing, translating, interpreting, describing, and stating the main ideas●Application: applying acquired knowledge, facts, techniques, andrules in a different context●Analysis: identifying relationships, causes or motives, and findingevidence to support main ideas●Synthesis: combining elements in a different way and proposingalternative solutions, creative thinking●Evaluation: present and defend opinions by making an informedjudgement about information or ideas based on a set of criteria. 28.（language）Errors and mistakesAn error is something you say or write considered to be incorrect or wrong. It is a failure due to the lack of the target language knowledge.A mistake is incorrect performance in speech or writing to a known language system.29. Questions●Closed and open questionsClosed questions refer to those with only one single correct answer. Open questions refer to those that may invite different answers.●Display questions and genuine questionsDisplay questions are those that the answers are already known to the teacher and they are used for checking if students know the answer, too. Genuine questions are questions which are used to find out new information and since they often reflect real context, they are therefore more communicative.●Lower-order and higher-order questionsLower-order questions are questions that simply require recalling of information or memorization of facts.Higher-order questions are those that require more reasoning, analysis, and evaluation.●Taxonomy proposed by Bloom做过的题一、Decide whether the following statement is true or false.1. It is a communicative activity if students are doing work focusing on the accuracy of language.（F）2. It is a communicative activity if students are making a conversation to practice a certain grammatical structure. （F）3. It is a communicative activity when students are asked to work in pair to find the differences of the pictures they hold in their hand.（T）4. It is a communicative activity when students are playing different roles through cued dialogues.（T）5. It is a communicative activity when students are asked to write a letter to their headmaster following a sample letter using certain grammatical structures .（F）6. It is a communicative activity if students are asked to recite a dialogue in the text by heart .（F）7. It is a communicative activity when students are talking to each other regardless of language restrictions.（T）8. It is a communicative activity if the teacher askes a students a question to which the student has already known the answer.（F）9. It is a communicative activity if the teacher corrects the students' grammar mistakes when they are answering a question.（F）10. It is a communicative activity when students are working in pairs exchanging information to each other.（T）二、Fill in each of the blanks with a proper word or phrase in the following table. Each word or phrase can be used only once.1. At the beginning of class, the teacher presents and explains a grammatical structure to the students so that they can practice the structure following the model the teachers gave. This activity reveals an approach of PPP .2. If a learner knows the knowledge of the target language and is able to use the language correctly in pronunciation, vocabulary and grammar, we may say that the learner has linguistic competence .3. When students are reading a text and trying to find out the logic relations between paragraphs, they are practicing their thinking quality.4. If students are asked to find out the life styles of the people in an English speaking country, they are focusing on practicing their ability of cultural awareness.5. A typical TBLT cycle leads students from fluency to accuracy. It is a process of using the target language to learn the language.6. If students are asked to practice using a word correctly in forms, we may say that this activity aims for the students to achieve the accuracy of the language.7. When students are asked to look at a diagram or cartoon in the text to figure out their implicit meaning, they are practicing the skill of viewing.8. When students are working in groups in class to discuss organizing a spring outing, they are lead to use the target language from fluency to accuracy.9. When the teacher guides students to make a study plan for themselves, he/she is willing to help them to achieve learning ability. 10. When students are participating asking and giving directions to a stranger in the target language, the activity they are doing reveals the functional view of language.三、Decide whether the following statements are true or false.1. Proper lesson planning is essential for only novice teachers, senior or experienced teachers do not need to do lesson planning.（F）2. A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.（T）3. A lesson plan is something that a teacher must strictly stick to during the lesson.（F）4. A good lesson plan is the backbone of the lesson and it can give teachers, especially novice teachers, confidence in class.（T）5. A lesson plan is a piece of work written by the teacher to entertain the headmaster of the school.（F）6. If a teacher uses the same textbook and same materials for the new students as the old ones, he/she does not need to rewrite or revise his/her lesson plan.（F）7. A lesson plan should be long enough to contain everything the teacher prepares to say and to do in class. （F）8. A lesson plan can ensure the success of the lesson if the teacher follows every step in the lesson.（F）四、Fill in the blanks with a proper word in its proper form . Each word can be used only once and three words in the blank shall be odded out. （有三个词或词组不能用在空格里。
英语教学法复习提纲
英语教学法复习提纲Unit 1 Language and Learning1. Language:” Language is a system of arbitrary vocal symbols used for human communication.” It can be understood in the following six aspects: Language as system;Language as symbolic;Language as arbitrary;Language as vocal;Language as human;Language as communication2. Structural view:The structural view sees language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences.3. The functional view:The functional view sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: greetings; offering, suggesting, advising, apologizing, etc.4. The interactional view:The interactional view considers language as a communicative tool, whose main use is to build up and maintain social relations between people.5. The language learning theory underlying an approach or method usually answers two questions:1) What are the psycholinguistic and cognitive processes involved in language learning?2) What are the conditions that need to be met in order for these learningprocesses to be activated?6. Although these two questions have never been satisfactorily answered,a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories.1) Process-oriented theories are concerned with how the mindprocesses new information, such as habit formation, induction,making inference, hypothesis testing and generalization.2) Condition-oriented theories emphasize the nature of the human andphysical context in which language learning takes place, such as thenumber of students, what kind of input learners receive, and thelearning atmosphere.7. Four theories:Some researchers attempt to formulate teaching approaches directly from these theories.1) The behaviorist theory( Skinne r)-- a stimulus-response theory of psychology⾏为主义理论The key point of the theory of conditioning is that "you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement"2)Cognitive theory( Noam Chomsky):认知理论The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.3)Constructivist theory构建主义理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows.4)Socio-constructivist theory(Vygotsky ,1978)社会构建主义理论The theory emphasises interaction and engagement with the target language in a social context based on the concept of …Zone of Proximal Development?(ZPD)and scaffolding.8. A variety of elements that contribute to the qualities of a good language teacher:1) ethic devotion,道德素质2) professional qualities专业技能3) personal styles个⼈修养Adjectives which describe further qualitiesWallace?s(1991)"Reflective model" to demonstrate the development of professional competence(两种测试法：叙述/填表) Wallace?s(1991)"Reflective model"Stage 1 Stage 2 Goal From the above model, we can see the development of professionalcompetence for a language teacher involves Stage 1, Stage 2, andGoal. The first stage is language training. All English teachers aresupposed to have a sound command of English. Of course, language is always changing so language training can never come to an end.The second stage seems to be more complicated because it involvesthree sub-stages:learning, practice, and reflection. The learningstage is actually the specific preparation(that a language teachershould make before they go to practice.)This preparation can be:1). learn from others' experience (empirical knowledge来⾃经验的知识)2). learn received knowledge (such as language theories,psycholinguistics, sociolinguistics, educational psychology,language teaching methodology, etc.)3). learn from one's own experienceBoth experiential knowledge (others' and one's own) and receivedknowledge are useful when the teachers go to practice. This is thecombination of "craft" and "applied science". The learning stage isfollowed by practice. The term "practice" can be used in two senses.In one sense, it is a short period of time assigned for student teachers to do teaching practice as part of their education, usually under thesupervision监督of their instructors. This practice is also calledpseudo practice. The other sense of "practice" is the real work that the teacher undertakes when he finishes his education. Unit 2 Communicative Principles and Activities10. The ultimate goal of foreign language teaching is to enable thestudents to use the foreign language in work or life when necessary. 11. The goal of CLT(Communicative Language Teaching)The goal of CLT is to develop students' communicative competence,12. Communicative competence:Competence simply means knowledge of the language system:grammatical knowledge in other words.13. Hymes (1979), communicative competence includes four aspects: 1) knowing whether something is formally possible (grammaticallyacceptable), which is roughly equivalent to Chomsky's linguisticcompetence交流内容是否规范2) knowing whether something is understandable to human beings;3) knowing whether something is in line with与、、、有关social norms;4) knowing whether something is in fact done: Do people actually use language this way?14. Based on the concept of communicative competence and aiming at developing such competence, communicative language teaching has the following features:1) It stresses the need to allow students opportunities for authentic andcreative use of the language.2) It focuses on meaning rather than form.3) It suggests that learning should be relevant to the needs of the students.4) It advocates提倡task-based language teaching. Students should begiven tasks to perform or problems to solve in the classroom.5) It emphasizes a functional approach to language learning (i.e. whatpeople do with language,such as inviting, apologizing, greeting and introducing, etc.).15. Richards and Rodgers(1986:72)three principles of Communicative language teaching1) Communication principle: Activities that involve real communication promote learning.2) Task principle: Activities in which language is used for carrying outmeaningful task promote learning.3) Meaningfulness principle: Language that is meaningful to the learnersupports he learning process.16. Littlewood’s (1981)classification of communicative activities:1). Functional communicative activities:2). Social interaction activities:(1). Functional communicative activities:~ Identifying pictures~ Discovering identical pairs~ Discovering sequences or locations~ Discovering missing information~ Discovering missing features~ Discovering "secrets"~Communicating patterns and pictures~ Communicative models~ Discovering differences~ Following directions~ Reconstructing story-sequences~ Pooling information to solve a problem(2). Social interaction activities:~ Role-playing through cued dialogues~Role-playing through cues and information~Role-playing through situation and goals--Role-playing through debate or discussion~ Large-scale simulation activities~ Improvisation17.Ellis (1990) has listed six criteria for evaluating communicative classroom activities:1). Communicative purpose:2). Communicative desire:3). Content, not form:4). Variety of language:5). No teacher intervention:6).No materials controlUnit 3 Lesson Planning18. Lesson planningLesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.19. Why is lesson planning necessary?Proper lesson planning is essential for both novice/beginner and experienced teachers.20. Benefit from lesson planning in a number of ways1). A clear lesson plan makes the teacher aware of the aims and languagecontents of the lesson.2). It also helps the teacher to distinguish the various stages of a lessonand to see the relationship between them so that 2the lesson can move smoothly from one stage to another.3). The teacher can also think about how the students can be fullyengaged in the lesson.4). when planning the lesson, the teacher also becomes aware of theteaching aids that are needed.5). Lesson planning helps teachers to think about the relative value ofdifferent activities and how much time should be spent on them.6). The teacher soon learn to judge lesson stages and phases with greater accuracy.7). Plans are also an aid to continuing improvement.8). After the lesson, the teacher can add an evaluation to the plan,identifying those parts which went well and those which were lesssuccessful.21. There are four major principles behind good lesson planning:1) variety,2) flexibility,,3) learnability,4) linkage.23. Definitions of variety, flexibility, learnability, and linkage.Variety means planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.Flexibility means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.Learnability means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things shouldnot be too easy either. Doing things that are beyond or below the students' coping ability will diminish their motivation (Schumann, 1999). Linkage means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.24. Lesson planning should be done at two levels: Macro planning and micro planning:The former is planning over time, for instance, the planning for a month,a term, or the whole course.The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes.25.Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the syllabus:26. The advantage of a concrete teaching plan:Teachers can follow it in the class and check what they have done;The plan will be the basis of a record of what has been covered in class;It will make it easier to make achievement tests later;It will be good records for the entire course.27. What does a lesson plan include? Three components:Teaching aims,Language contents and skills,Teaching stages and procedures.28. The aims of a lesson include:language components to present,communicative skills to practice,activitie s to conductmaterials to be usedteaching aids to be used.29. Language components and skills:By language contents, we mean structures (grammar), vocabulary, functions, topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing.30. Teaching stages and procedures:Teaching stages are the major steps that language teachers go through in the classroom. Procedures are the detailed steps in each teaching stage. 31. Three P's model: presentation, practice and production.(At the presentation stage, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use.At the practice stage, the lesson moves from controlled practice toguided practice and further to the exploitation of the texts whennecessary.At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.)32. Another 3-stages frequently advised and adopted in reading lessons:Pre-reading,while-readingpost-reading stages.(This model is also often applied in listening lessons, which havepre-listening, while-listening and post-listening stages.)35. When presenting a new structure (presentation stage), a teacherneeds to consider the following:1) when to focus on the structure and2) when to study it in context;3) whether to present the structure orally or in written form;4) when to give out information and when to elicit from students;5) when and how to use visual aids to help with the presentation;6) what to do if students fail to understand.36. Sample lesson plans 1I. AIMS: a). b). c)….(include function)II. CONTENTS1. PRONUNCIATION2. NEW LEXIS: a). b). c)….3. STRUCTURE/GRAMMAR: a). b). c)….III.TEACHING AIDS:IV. PROCEDURES ( It should be specific )1. WARM-UP (3 minutes): a). b).2. PRESENTATION (approx. 7 mins): a). b). c)….3. EXPLOITATION (approx. 10 mins): a). b). c)….4. PERFORMANCE (approx. 15 mins): a). b). c)….5. OTHER ACTIVITIES: Check yesterday's homework (approx. 5 mins).6. Set homework, page 73, ex. 4.7. RESERVE ACTIVITY: Substitution, game-like:V. COMMENTS: (Filled in immediately after the lesson). a). b). c)….Sample lesson plan 2I. AIMS: a) b) c) .(include function)II. CONTENTS1. NEW VOCABULARY: three new lexical items2. NEW STRUCTURE: How about-ing ...? Function: making suggestion.3. ADDITIONAL LANGUAGE: Declining: I don't feel like -ing.III. VISUAL AIDS: Set of flashcards with suggestionsIV. PROCEDURE1. WARM-UP: Game (3 minutes), Going on a Picnic: You bringa/the/some ...!2. PRESENTATION (approx. 10 mins)a) New vocabulary: (three new lexical items above)b) New structure (flash cards)c) First model, spoken (BB drawings of speakers)3. PRACTICE (approx.15 mins)a) Repetition drill (backward build-ups)b) Cued substitution, chorus workc) Public pairs: cued acceptance/refusal and counter suggestions (flash cards)d) Ditto. Books closede) Public check3. PRODUCTION (to end of lesson, 17 mins)a) Public pairs, new suggestions.b) Private pair role play; New suggestion, counter suggestions, agreeing weekend activities.c) Acting out. Volunteer pairs.d) Write out created dialogues.4. HOMEWORK: Complete writing of dialogues.(5. RESERVE ACTIVITY: none)V. COMMENTS: (Filled in immediately after the lesson).Unit 4 Classroom Management37. Teachers’ roles:Before the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer4 Prompter ,5 Participant,6 Resource-providerAfter the class---Evaluator38. Further comments on the different roles that the teachers play in thelanguage classroom:Controller: The teacher controls:1). the space (activities run smoothly),2) .the time (do lockstep activities)3. the whole class (Ss have equal chance)4. the production ( a degree of accuracy)Assessor: The teacher does two things:1). Correcting mistakes (not making a big fuss⼤惊⼩怪but gentle byHarmer)2). Organizing feedback (discouraging for the teacher to be critical不提倡吹⽑疵, focusing on Ss? success progress) Organizer: The teacher should be important and difficult as it:1). Using creative/unlimited way2). Envisaging设想activities,3). Anticipating the problems4). Giving clear and concise instructions5). Demonstrating6 .Using native language to clarify if necessary7. Walking around and monitoring8. Rectifying订正9. Taking mental notes轮流惦记Prompter: The teacher should do:1). Giving hints (just like time, place…)2). Eliciting more (by say ing” and…?”“Anything else?” Yes, but why…?(Ss. read the example)Participant:The teacher shouldn?t dominate or appear to be authoritative. Resource-provider:We have criticized the jug-and-mug method, but the teacher shouldwithhold his/her readiness to provide resources.39. What are the most common types of Ss grouping? And their definitions?Lockstep,Pair work,Group work,Individual study:40. Further suggestions about S groupingLockstepTeacher speaking little, Trying to elicit replies/answers Pair work:Teacher giving clearest instructions,Demonstrating,Keeping eyes on,Rearranging the seating,Explaining the problem,Encouraging SsGroup work:Grouping Ss according to seating arrangement,Ss selecting their own group members,Mixing strong and weak Ss,Giving different tasks to strong and weak Ss separately,Grouping Ss by drawing lots，All these methods have advantages and disadvantages.Individual study: It has some conditions: 1. Self-access centers,2. Materials aimed atself-instruction,3. Flexible time arrangement 41. Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss:1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).Use the institution制度42. In order not to hurt the Ss, Ur’s advice on problems in class:1).Deal with it quietly2).Don?t take things personally 对事不对⼈3).Do not use threatsUnit 5 Teaching Pronunciation43. The goals of teaching pronunciation:⽬的Consistency 连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listenersCommunicative efficiency: To help convey the s peakers? meaning44. Three aspects of pronunciation to teach? Stress, intonation, rhythm45. One common problem in learning English of Ss: (Neglect stress and intonation)46. Ways of practicing sounds and their definitions:Focusing on a sound 单⾳练习:(sounds difficult to learn)Perception practice 知觉/领会性练习:( identify /distinguish different sounds)Production practice ⽣成性练习: (develop Ss? ability to produce sounds)47. Six types of production practice activities:(1). Listen and repeat(2). Filling the blanks(3). Make up sentences(4). Use meaningful context(5). Use pictures(6). Use tongue twister48. Practicing stress:1).Two kinds of stress: word-level stress ; phrase-level stress2).Three ways to show stress pattern of words: Use gestures, use thevoice, use the blackboard49. Practicing intonation:1). There are many subtle ways: surprise, complaint, …sarcasm讥讽，friendliness, threats etc.2). Two ways to make intonation: rising/falling arrows; draw linesUnit 6. Teaching Grammar50. What are grammar presentation methods? 演⽰法Deductive method演义/推论法; Inductive method归纳/诱导法51. Deductive method1). Definition: It relies on reasoning, analyzing and comparing.2). Steps: giving rules/definition------giving examplesFor example: (plural) “-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies3). Advantages:To be successful with selected and motivated主动的students;To save time;To help to increase students? confidence in some exam. 4). Disadvantages: To teach grammar in the isolated way;To pay little attention to meaning;To be often mechanical practice.52. Inductive method1).Definition: It relies on inducing诱导2). Steps: give examples-----induce rules3). For example:(plural)“-s” s, x, ch.“-es” …y. –iesa book a busa bodybooks busesbodies4). Advantages: Inductive method is more effective in that studentsdiscover the grammar rules themselves while engaged in language use, 53. Ur’s definition of grammar practice: "Practice may be defined as any kind of engaging with结合/保证the language on the part of the learner, usually under the teacher supervision, whose primary objective(aim/task) is to consolidate learning "(Ur, 1988:11).54. Ur’s six factors contribute to successful grammar practi ce:1) Pre-learning.2) Volume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.55. Two categories of grammar practice: Mechanical practiceMeaningful practice.1).Mechanical practice involves activities that are aimed at form accuracy.Two drills in mechanical practice:(1) Substitution drills in mechanical practice: the students substitute apart in a structure so that they get to know how that part functions in a sentence. Sometimes certain prompts are given. For example (p64):(2) Transformation drills in mechanical practice::the students changea given structure in a way so that they are exposed to another similarstructure. The type of exercise also helps the students to have a deeper understanding of how the structures are formed and how they are used.For example (p65):2). Meaningful practice.In meaningful practice the focus is on the production, comprehension or exchange meaning though the students "keep an eye on" the waynewly learned structures are used in the process. Meaningful practice usually comes after mechanical practice.56. Using prompts for meaningful practice: (提⽰/刺激物，题词). This kind of practice is usually meaningful practice1). Using picture prompts. Ss produce sentences based on the pictures provided2). Using mime or gestures as prompts.produce language based on pictures and key phrases (words)provided by the teacher.For example(p69).5). Using chained phrases for story telling. Here is an example.7 o'clock -- got up -- had breakfast -- hurried to school -- school closed-- surprised --?6). Using created situations.Unit 7 Teaching Vocabulary57. The role of vocabulary uncertainty still remains regarding(about)What constitutes（组/构成）a vocabulary item,Which vocabulary items should be taught and learned, andHow vocabulary can be taught and learned most effectively.58. Seven suggestions helping teachers to present new words:1). Prepare examples to show meaning.2). Ask students to tell the meaning first.3). Think about how to show the meaning of a word with related wordssuch as synonyms, antonyms etc.4). Think about how to check students' understanding.5). Think about the context in real life where the word might be used.6). Think about possible misunderstanding or confusion that student may have.59. How do you present and explain vocabulary if you are a teacher?(Ways to present and explain vocabulary):l) Draw pictures, diagrams and maps to show meanings or connection of meanings;2) Use real objects (realia) to show meanings;3) Mime or act to show meanings, e.g. brushing teeth, playingPing-Pong;4) Use synonyms or antonyms to explain meanings;5) Use lexical sets, e.g. cook: fry, boil, bake, and grill;6) Translate and exemplify, especially with technical words or words with abstract meaning;7) Use word formation rules and common affixes.60. When does vocabulary learning become more fun and effective?(When students study vocabulary together, say in groups, through various activities, under the teacher's supervision, when students understand the meaning of the new vocabulary)61. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling标注词汇:2) Spotting the differences:3) Describing and drawing:4) Playing a game:5) Using word thermometers:6) Using word series7) World bingo:9) Odd man out:10) Synonyms and antonyms:11) Using word categories word:12) Using word net-work62. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use learned vocabulary:Which clues can contribute to the discovery (revealing) of meaning.（1) The topic;（2) The grammatical structure;（3) The possible meaning connection between the given word and other words;（4）The linguistic pattern where the word appears.Unit 8 Teaching Listening63. Reasons for poor listening:1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of training in how to use the equipment;4) Listening is not included on many important tests;5) Lack of real-life situations where language learners need to understand spoken English;6) Lessons tend to test rather than to train students' listening skills.64. Why listening can be more difficult than reading:1) Different speakers produce the same sounds in different ways,2) The listener has little or no control over the speed of the input of spoken material;3) Spoken material is often heard only once. In most cases, we cannot goback and listen again4) The listener cannot pause to work out the meaning5) Speech is more likely to be distorted by background noise or the media that transmit sounds.6) The listener sometimes has to deal simultaneously with another taskwhile listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating equipment while listening to instructions.65. One reason for students' unsatisfactory listening abilities:There is not enough variety in the materials that they listen to in class. In most cases, the listening materials are daily conversations or stories. But in reality we listen to far more things, regardless of which language is used.67. The following are situations where Chinese people need to listen toEnglish. Choose eight situations that you think are the most frequent:[] telephone conversations about business *[] radio news in English *[] lessons or lectures given in English *[] conversations with foreigners*[] instructions in English *[] watching television in English*[] watching movies in English [] shop assistants who sell goods to foreigners[] deal with tourists [] international tradefairs[] interviews with foreign-enterprises 企业[] negotiations withforeign businesses*[] socialize with foreigners *[] hotel and restaurant services*[] listening to English songs68. If you look back at the list of listening situations, you may judge thesituations according to the following criteria:1). Formal or informal?2). Rehearsed（背诵/排练/练习）or non-rehearsed?3). Can the listener interact with the speaker or not?69. The characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity2) Context3) Visual clues4) Listener?s response5) Speaker?s adjustment调节70. Two major purposes in listening.*The first is for social reasons;(Like when we have a casual conversation with friends oracquaintances to maintain or build social relationships).*The second is for exchanging information.(The second kind is more difficult, according to Anderson and Lynch (1988), and needs more emphasis in the language classroom,especially at intermediate中级and advanced levels).71. Principles of teaching listening:1). Focus on process: How to process the information:* They have to hear what is being said,* They have to pay attention,* They have to construct a meaningful message in their mind byrelating what they hear to what they already know.2). Combine listening and speaking:Why is it so important?Most of the time in real life, these two skills are needed at the sametime. (There are two problems with this approach⼿段.* It does not give students chance to practice listening and speaking skills together.* The listening comprehension questions do not train the students howto listen or how to develop effective listening strategies，and onlytest the students,3). Focus on comprehending meaning:4). Grade (分。
初中英语教材教法知识及考试复习资料
初中英语教材教法知识及考试复习资料
一、教材教法知识
教材是教师教授英语课程的基础，合理运用教材教法可以提高学生的研究效果。
以下是初中英语教材教法的一些重要知识点：
1. 教材选择：根据学生的实际情况和研究目标，选择适合的教材，如课程标准规定的教材或经过合理筛选的教材。
2. 教材分析：对教材进行系统性分析，了解教材的结构、内容和语言特点，以便进行有针对性的教学。
3. 教材评价：对教材进行评价，包括评估教材的综合质量和适用性，并及时调整使用教材的策略。
4. 教材的组织：合理组织教材的内容和语言点，使学生逐步掌握英语的基本知识和技能。
5. 教材的使用：合理运用教材的不同部分和教学资源，如课文、练和听力材料，提高学生的语言应用能力。
二、考试复资料
复是考试前的重要准备工作，以下是初中英语考试复的一些资
料建议：
1. 教科书：认真复教科书中的所有单元，包括课文、语法规则
和练题等。
2. 笔记：整理课堂笔记，重点复教师讲解的重要知识点和关键
例句。
3. 题册：多做课后题，加强对知识点的理解和运用能力。
4. 参考书：选择一些高质量的参考书，如语法书、词汇书和阅
读理解等专项练书籍。
5. 试题库：做一些历年的真题和模拟试题，熟悉考试的题型和要求。
6. 同学讨论：与同学进行讨论和交流，相互纠错和解答疑惑。
7. 辅导班：参加一些针对考试复的辅导班，接受专业的指导和辅导。
以上是初中英语教材教法知识及考试复习资料的相关内容，希望对您的学习有所帮助。
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英语教学法复习要点1.Structural view on language：The structural view of language sees language as a linguistic system made up of various subsystems: the sound system(phonology);the discrete units of meaning produced by sound combinations(morphology), and the system of combining units of meaning for communication(syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behavioristic psychology, the audiolingual approach to language learning emerged.2.Interactional view on language：The interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.municative competence：The goal of CLT is to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.There are five main components of communicative competence: linguistic competence, pragmatic competence, discourse competence, strategic competence, fluency4.Task in English language teaching：Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs,,as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine form-focused teaching with communicative-focused teaching.5.Overall language ability：•Learning:cognitive; self management; communication; resourcing•Language learning: listening; speaking; reading; writing•Language: phonetics; grammar; vocabulary; functions; topics•Cultural: knowledge; understanding; awareness•Affect: international; perspectives; patriotism; confidence; motivationponents of a lesson plan：background information; teaching aims; language contents and skills; stages and procedures; teaching aids; end of lesson summary; optional activities and assignments; after-lesson reflection.7.The role of the teacher：controller, assessor, organizer, prompter, participant, resource-provider, facilitators, guides, researchers8.Errors and mistakes：a mistake has nothing to do with the language competence, buta result from a temporary breakdown. When a mistake is challenged or given enough attention, it can be self-corrected. An error has direct relation with the learners' language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.9.The goal of teaching pronunciation：Consistency: the pronunciation should be smooth and natural; Intelligibility: the pronunciation should be understandable to the listeners; Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.10.Principles for teaching speaking：balancing accuracy-based with fluency-based practices; contextualising practice; personalising practice; building up confidence; maximising meaningful interactions; helping students develop speaking strategies; making the best use of classroom learning environment to provide sufficient language input and practice for the students.11.Mechanical practice：involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.12.Meaningful practice：in meaningful practice, the focus is on the production, comprehension or exchange of meaning though the students 'keep an eye on' the way newly learned structures are used in to process. Meaningful practice usually comes after mechanical practice.13.The deductive method：relies on reasoning, analyzing and comparing. Frist, the teacher writes an example on the board or draws attention to an example in the textbook. Then the teacher explains the underlying rules regarding the forms and positions of certain structural terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structure. Finally, the students practice applying the rule to produce sentences with given prompts.14.Guided discovery method：The guided discovery method is similar to the inductive method in that the students are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly. There are two key theoretical issues related to this method: the role of explicit knowledge in language learning and the value of discovery as a general method of learning.15.Knowing a word：Knowing a word means knowing its pronunciation and stress; itsspelling and grammatical properties; its meaning; how and when to use it to express the intended meaning.16.V ocabulary consolidation activities：labelling; spot the difference; describe and draw; play a game; use word series; word bingo; word association; find synonyms and antonyms; categories; using word net-work17.Connotative meaning of a word：A connotative meaning of a word refers to 'the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader's interpretation of the word. These would include words that may express a positive or negative attitude or subtle feelings towards something.18.Denotative meaning of a word：Denotative meaning of a word of a lexical item refers to those words that we use to label things as regards real objects, such as a name or a sigh, etc. in the physical world. This is usually the primary meaning of a word and may seem relatively easy to learn.19.V ocabulary learning strategies：review regularly, guess meaning from context, organize vocabulary effectively, use a dictionary, manage strategy use20. Top-down model of listening：In the top-down model, listening for gist and making use of the contextual clues and background knowledge to construct meaning are emphasized.21.Bottom-up model of listening：In the bottom-up model, listening comprehension is believed to start with sound and meaning recognitions. In other word, 'we use information in the speech itself to try to comprehend the meaning'. Listeners construct meaning of what they hear based on the sound they hear. This process of listening expects the listener to have a very effective short-term memory as they have to make sense of every sound in order to figure out the meaning of words, phrases and structures. If there are unfamiliar sounds, listeners will find it very hard to keep up with the speaker.22.Sight vocabulary：Words that one is able to recognise immediately are often referred to as sight vocabulary. In other words, your sight vocabulary will be those words that you can recognise with both sounds and meanings without special effort from your brain.23.Interactive model for teaching reading：24.The transition device：The way to transfer information from one form to another is called a transition device. Some transition devices that are often used in teachingreading are: pictures, drawings, maps, tables, tree diagrams, cyclic diagrams, pie charts, bar charts, flowcharts, chronological sequence, subtitles and notes. Most of the transition devices listed above make use of visual aids so that information in text form is visualized.The purpose of transition device:•Focus attention on the main meaning of the text;•Be able to simplify sophisticated input so that it becomes the basis for output; •Allow students to perform tasks while they are reading;•Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning;•Involve all the students in clearly defined reading tasks;•Precede one step at a time;•When a TD is completed, use it as a basis for further oral and/or written language practice.25.A communicative approach to writing：It acknowledges that mechanical writing activities do not by themselves motivate students. To motivate students, it is necessary to engage them in some act of communication. This means either writing for a specific recipient, or engaging in an act of creative writing where their work is intended to be read by other people, in other words, an intended audience. In short, students can be motivated by authentic writing tasks that have some communicative elements.26.The process approach to writing：creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading, conferencing。